Principles for designing accountability and responsibility plan in medical education that spreads across multiple sites

Lee Hangfu,Samal Nauhria

doi:10.15694/mep.2019.000057.1

Abstract

This article was migrated. The article was marked as recommended. In the era of higher competition, less clinical clerkship sites and a tighter budget, many off-shore and on-shore medical schools resort to multiple training sites to meet the needs of GMC requirements. The greatest hurdle is to maintain comparable training sites while providing the reliability and validity standards of the accreditation bodies. The lack of direct supervision and the dilution of visible accountability despite any existing organizational hierarchy structure has minimized the effectiveness of the educational program. In this paper, I have simplified and refocused the chain of command by identifying the pillars of a medical school; reiterate the importance of organizational hierarchy, communication between the pillars and within the departments, recharge the accountability directives, motivate self improvement, on-going research and individual responsibilities within and between each of the multiple sites achieving competitiveness and comparable One-University.

Highlights

The ultimate intent of the Medical Education Program is to prepare students entering the residency matching programs and succeed in their choice in a medical career
The defining "Chain of Commands" of the Accountability and Responsibility Policies are often weakened as the chain crosses multiple sites from Pre-Clinical to Clinical and even within Multiple Clinical sites
Notification to faculty of faculty development programs offered by main campus in the following categories:

Summary

Introduction

The ultimate intent of the Medical Education Program is to prepare students entering the residency matching programs and succeed in their choice in a medical career. The Course Director or the Departmental Head/Chair is the most important link in the Chain of Command He must maintain Standardization, Reliability and Validity of the Course content, delivery, achieving the goal according to the Learning Objectives and suggesting revisions according to all inputs from everywhere (national benchmark, faculty members and students). The Associate Dean of Clinical Education must maintain an open communication receiving and directing suggestions from Departmental and Clinical Site Directors for changes to the Clinical Curriculum, ensuring Years 3 & 4 learning objectives (syllabus) are delivered reliably across different sites and that the validity of the Clinical Assessment Objectives are psychometrically analyzed and mapped in accordance with the Accreditation Commission of Medical Education. This will maximize every student's potential by achieving Competency Objectives set in the Medical Education Goals of the Institution

How to establish FDP

Structure of FDP

Research Methodology

Conclusion

Notes On Contributors